ASW: Science (NEW 2012) ASW: Grade 3 SI: Scientific Inquiry and Critical Thinking
SI: Students will demonstrate an understanding of the nature of scientific inquiry.
SI.1.4A: By the end of Grade 4, students will use scientific methods to observe, collect, record, analyze, predict, interpret and determine reasonableness of data.
SI.1.4A.1a (Using Mathematics) Use measurement tools and standard units (e.g., centimeters, meters, grams, kilograms) to describe objects and materials.
SI.1.4A.1b (Explaining) Revise explanations when given new evidence or information gained from other resources or from further investigation.
SI.1.4A.1a (Communications) Share simple plans, data and explanations with an audience and justify the results using the evidence from the investigation.
SI.1.4A.1a (Safety) Use appropriate safety procedures when conducting investigations.
ASW: Science (NEW 2012)ASW: Grade 3 P: Physical Science
P: Students will develop an understanding of the concepts, models, theories, universal principals, and facts that explain the physical world.
P.1 Properties of Matter
Students will develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.
P.1.4A: By the end of Grade 4, students will be able to collect and organize data about physical properties in order to classify objects or draw conclusions about objects and their characteristic properties (e.g., temperature, color, size, shape, weight, texture, flexibility).
There are no Objectives for this Standard
P.1.4B: Not addressed at this level.
There are no Objectives for this Standard
P.1.4C: By the end of Grade 4, students will be able to identify and describe the physical and chemical properties of a substance.
There are no Objectives for this Standard
P.1.4D: By the end of Grade 4, students will make a prediction about what might happen to the state of common materials when heated or cooled and categorize materials as a solid, liquid or gas.
There are no Objectives for this Standard
P.1.4E: By the end of Grade 4, students will use measures of weight (data) to demonstrate that the whole equals the sum of its parts.
There are no Objectives for this Standard
P.1.4F: By the end of Grade 4, students will use observations of magnets in relation to other objects to describe the properties of magnetism (e.g., attract or repel certain objects or has no effect).
There are no Objectives for this Standard
P.1.4G: Not addressed at this level.
There are no Objectives for this Standard
P2 Changes in Matter
Students will develop an understanding that interactions can produce changes in a system, although the total quantities of matter and energy remain unchanged.
P.2.4A: By the end of Grade 4, students will differentiate between physical and chemical changes.
There are no Objectives for this Standard
P.3 Forms of Energy
Students will develop an understanding of the characteristics of energy and the interactions between matter and energy.
P.3.4A: By the end of Grade 4, students will predict the observable effects of energy (e.g., light bulb lights, a bell rings, hands warm up) when given a specific example or illustration (e.g. simple closed circuit, rubbing hands together), (e.g., a test item might ask, "what will happen when ...?).
There are no Objectives for this Standard
P.3.4B: By the end of Grade 4, students will experiment, observe or predict how heat might move from one object to another.
P.3.4B.4b Classify a variety of materials as those that can reflect or absorb light.
ASW: Science (NEW 2012)ASW: Grade 3 ES: Earth Space Science
ES All students will gain an understanding of the origin, evolution and structure of the universe and will gain an understanding of the structure, dynamics and geophysical systems of the earth.
ES.1 Objects In The Universe
Students shall demonstrate and apply knowledge of objects in the universe using the appropriate equipment and technology.
ES.1.4A: By the end of Grade 4, students will observe and identify objects and their apparent motion in the day and night sky.
There are no Objectives for this Standard
ES.1.4B: By the end of Grade 4, students will relate the motions of the Earth - sun - moon system to units of time (days, month, years).
There are no Objectives for this Standard
ES.1.4C: By the end of Grade 4, students will describe the moon's orbit around the Earth as once in about 28 days and our changing views of the moon allow us to see a changing portion of the lighted side of the moon, which we call "phases".
There are no Objectives for this Standard
ES.1.4D: Not addressed at this level.
There are no Objectives for this Standard
ES.2 Students will understand scientific theories of how the earth's surface is formed and how those theories developed.
ES.2.4A: By the end of Grade 4, students will explain how wind, water or ice shape and reshape the earth.
ES.2.4A.2a Identify the process of physical weathering that break down rocks at Earth's surface (e.g., water movement, freezing, plant growth, wind).
ES.2.4A.3a Distinguish between weathering (e.g., wearing down and breaking of rock surfaces) and erosion (e.g., the movement of materials).
ES.2.4A.3b Investigate local landforms and how wind, water or ice have shaped and reshaped them (e.g., severe weather).
ES.2.4A.4c Describe changes in Earth's surface that are due to slow processes (including weathering, erosion and deposition).
ES.2.4A.5c Describe changes in Earth's surface that are due to rapid processes (including landslides, volcanic eruptions, floods and earthquakes).
ES.2.4B: By the end of Grade 4, students will use results from an experiment to draw conclusions about how water interacts with earth materials (e.g., percolation, erosion, frost heaves).
ES.2.4B.3a Conduct investigations and use observational data to describe how water moves rocks and soil.
ES.2.4B.4a Examine materials that compose soil (e.g., sand, clay, humus, gravel, water) and describe these on the basis of their properties (e.g., color, luster, granularity, texture, mass relative to size, particle size, ability to absorb water, pore space, ability to compact).
ES.2.4C: Not addressed at this level.
There are no Objectives for this Standard
ES.2.4D: Not addressed at this level.
There are no Objectives for this Standard
ES.3 Students will demonstrate an understanding materials that make up the earth, including rocks, minerals, soils and fossils and how they are formed.
ES.3.4A: By the end of Grade 4, students will use physical properties to sort, classify and describe earth materials (soils, rocks or minerals).
ES.3.4A.3a Describe, compare and sort rocks, soils and minerals by similar or different physical properties (e.g., size, shape, color, texture, smell, weight, temperature, hardness, composition, reaction to vinegar).
ES.3.4A.4a Use the physical properties of hardness, color, luster and reaction to vinegar (weak acid), to identify common minerals (quartz, fluorite, calcite and gypsum).
ES.3.4A.5a Identify the importance of minerals, ores and fossil fuels as Earth's resources on the basis of their properties.
ES.3.4A.2b Compare soil samples by sorting them according to properties (including color, texture and the capacity to retain water).
ES.3.4A.3b Conduct simple tests to identify the three basic components of soil (sand, clay, humus).
ES3.4A.4b Test soils (touch and roll, smear, settling ability to absorb and retain water) and compare and contrast the properties.
ES.3.4A.5b Explain and give examples of the ways in which soil is formed (the weathering of rock by water and wind and from the decomposition of plant and animal remains).
ES.3.4B: By the end of Grade 4, students will explain how their characteristics of various earth materials lend themselves to specific uses.
ES.3.4B.3a Identify different uses (e.g., building materials, sources of fuel) of Earth's materials based on their properties.
ES.3.4B.4a Identify Earth's materials that are used as fuel and other ways that humans use these materials to meet needs and wants (e.g., fluorite for toothpaste, marble for statues).
ES.3.4B.5a Determine and support explanations of the uses of Earth's materials (e.g., best soils to grow plants, best building material for a specific purpose, determining which rock size will best prevent erosion).
ASW: Science (NEW 2012)ASW: Grade 3 L: Living Environment
L: Students will understand the basic concepts and principles of life science.
L.1 Organization and Development
Students will understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life's needs.
LS.1.4A: By the end of Grade 4, students will identify the basic needs of plants and animals in order to stay alive (e.g., water, air, food, space).
There are no Objectives for this Standard
L.1.4B: By the end of Grade 4, students will sort/classify different living things using similar and different characteristics. Describe why organisms belong to each group or cite evidence about how they are alike or not alike.
There are no Objectives for this Standard
L.1.4C: Not addressed at this level.
There are no Objectives for this Standard
L.2 Matter and Energy Transformation
Students will understand how living things obtain and use energy.
L.2.4A: By the end of Grade 4, students will identify the basic needs of plants and animals in order to stay alive (e.g., water, air, food, space)
There are no Objectives for this Standard
L.2.4B: By the end of Grade 4, students will explain that energy is needed for all organisms to stay alive and grow and identify where a plant or animal gets its energy.
L.2.4B.4a Explain that all organisms require a form of energy to survive and that humans and other animals obtain energy and materials from food. (Also addresses L.2.4A.3a)
L.2.4B.5a Categorize organisms as predator or prey in a given ecosystem.
L.3 Interdependence
Students will demonstrate an understanding that ecosystems display patterns of organization, change and stability as a result of the interactions and inter-dependencies among the life forms and the physical components of the Earth.
L.3.4A: By the end of Grade 4, students will describe ways plants and animals depend on each other (e.g., shelter, nesting, food).
L.3.4A.4a Identify the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism).
L.3.4A.5a Investigate and describe the roles of plants as producers as consumers and how living things may depend on each other.
L.3.4A.4b Identify examples where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding birds, littering vs. picking up trash, hunting/conservation of species, paving/restoring greenspace).
L.3.4A.5b. Observe, record and describe changes in the health or behavior of an organism as a result of changes in its environment.
L.3.4A.3c Demonstrate in a food web that all animals' food begins with the sun.
L.3.4A.4c Explain the way that plants and animals in a habitat depend on each other.
L.3.4A.5c Use information about organisms to design a habitat and explain how the habitat provides for the needs of the organisms that live there.
L.4 Heredity and Reproduction
Students will understand the transmission of traits in living things.
L.4.4A: By the end of Grade 4, students will predict, sequence or compare the life stages of organisms - plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence, compare two organisms).
There are no Objectives for this Standard
L.4.4B: By the end of Grade 4, students will distinguish between characteristics of humans that are inherited from parents (e.g., hair color, height, skin color, eye color) and others that are learned (e.g., riding a bike, singing a song, playing a game, reading).
There are no Objectives for this Standard
L.5 Evolution and Diversity
Students will describe an analyze the basic concepts and principles of life science.
L.5.4A: By the end of Grade 4, students will identify and explain how the physical structures of an organism (plants or animals) allow it to survive in its habitat/environment (e.g., roots for water; nose to smell fire).
L.5.4A.4a Analyze the structures needed for survival of populations of plants and animals in a particular habitat / environment (e.g., populations of desert plants and animals require structures that enable them to obtain / conserve / retain water.
L.5.4!.5a Give examples of how inherited characteristics may change over time as adaptations to changes in the environment that enable organisms to survive (e.g., shape of beak or feet, placement of eyes on head, length of neck, shape of teeth, color).
L.5.4A.4b Describe plant behaviors, such as the way seedlings' stems grow toward light and their roots grow downward in response to gravity.
L.5.4A.5b Give examples of how changes in the environment (e.g., drought, cold) have caused some plants and animals to die or move to new locations (migration).
ASW: Science (NEW 2012)ASW: Grade 3 HN: History and Nature of Science
HN: Students will demonstrate an understanding of the history of science and the evolvement of scientific knowledge.
HN.1.4A: By the end of Grade 4, students will use scientific methods to observe, collect, record, analyze, predict, interpret and determine reasonableness of data.
HN.1.4A.1a (People in science) Identify ways people of all ages, genders and backgrounds use science in their careers and in daily life (e.g., children check temperature conditions to decide what to wear, farmer uses genetic grains, hikers use GPS, depth-finder in boat, hearing-aides for disabilities).
HN.1.4A.1b (People in science) Identify a variety of careers in the field of science.
HN.1.4A.1a (Scientific Knowledge) Identify scientific advances that changed popular beliefs (e.g., Earth was center of universe, world was flat, man was incapable of flight).
HN.1.4A.1a (Science & Social Issues) Identify ways in which science and technology have greatly improved human lives (e.g., quality and quantity, transportation, health, sanitation, communication).
HN.1.4A.1b (Science & Social Issues) Identify the benefits of recycling, reusing and reducing.
HN.1.4A.1a (Science & Environmental Issues) Identify consequences of natural and human induced environmental changes (e.g., erosion. tsunami, deforestation).
SI.1.4A: By the end of Grade 4, students will use scientific methods to observe, collect, record, analyze, predict, interpret and determine reasonableness of data.
P.1 Properties of Matter
Students will develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.
P.1.4A: By the end of Grade 4, students will be able to collect and organize data about physical properties in order to classify objects or draw conclusions about objects and their characteristic properties (e.g., temperature, color, size, shape, weight, texture, flexibility).
Students will develop an understanding that interactions can produce changes in a system, although the total quantities of matter and energy remain unchanged.
P.2.4A: By the end of Grade 4, students will differentiate between physical and chemical changes.
Students will develop an understanding of the characteristics of energy and the interactions between matter and energy.
P.3.4A: By the end of Grade 4, students will predict the observable effects of energy (e.g., light bulb lights, a bell rings, hands warm up) when given a specific example or illustration (e.g. simple closed circuit, rubbing hands together), (e.g., a test item might ask, "what will happen when ...?).
ES.1 Objects In The Universe
Students shall demonstrate and apply knowledge of objects in the universe using the appropriate equipment and technology.
ES.1.4A: By the end of Grade 4, students will observe and identify objects and their apparent motion in the day and night sky.
ES.2.4A: By the end of Grade 4, students will explain how wind, water or ice shape and reshape the earth.
ES.3.4A: By the end of Grade 4, students will use physical properties to sort, classify and describe earth materials (soils, rocks or minerals).
L.1 Organization and Development
Students will understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life's needs.
LS.1.4A: By the end of Grade 4, students will identify the basic needs of plants and animals in order to stay alive (e.g., water, air, food, space).
Students will understand how living things obtain and use energy.
L.2.4A: By the end of Grade 4, students will identify the basic needs of plants and animals in order to stay alive (e.g., water, air, food, space)
Students will demonstrate an understanding that ecosystems display patterns of organization, change and stability as a result of the interactions and inter-dependencies among the life forms and the physical components of the Earth.
L.3.4A: By the end of Grade 4, students will describe ways plants and animals depend on each other (e.g., shelter, nesting, food).
Students will understand the transmission of traits in living things.
L.4.4A: By the end of Grade 4, students will predict, sequence or compare the life stages of organisms - plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence, compare two organisms).
Students will describe an analyze the basic concepts and principles of life science.
L.5.4A: By the end of Grade 4, students will identify and explain how the physical structures of an organism (plants or animals) allow it to survive in its habitat/environment (e.g., roots for water; nose to smell fire).
HN.1.4A: By the end of Grade 4, students will use scientific methods to observe, collect, record, analyze, predict, interpret and determine reasonableness of data.